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women teachers obtaining a university degree.

The second qualification requalification required by the council is a certificate in the theory and practice of education. This badge of distinction is again no absolute proof of efficiency. Educational experts are not yet agreed whether a technical training is a necessity. That some sort of preparation is advisable is allowed by most, but what form it should take is still an open question. Training colleges offer obvious points of attack. On some minds a system of routine has a crushing and depressing effect a knowledge of the theory of education, of metaphysics, of psychology, of hard-andfast rules of method, is not invariably helpful to the practice of teaching. It has been observed that a teacher who has been trained at a training college is able to do a particular thing in a particular way; but if when she begins work in a school as regular teacher the head-mistress suggests that it might be well to employ a different method from that practised in the training school, she is often unwilling, if not unable, to answer the call. Another defect is to be found in the kind of practice in actual teaching obtainable by the students of a training college. It is mostly of a fictitious character: teaching in the so called practising schools attached to some of the institutions, isolated visits to schools to take a class in them, cannot teach the art of managing classes, throws no light on the details of the successful working of a school, does not aid in develop

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ing resource-one of the most important and most necessary qualities of the teacher-and gives her judges and critics little or no opportunity of discovering how her personality and influence impress themselves on her pupils. The importance of character and moral force in a teacher cannot be rated too highly; it has even been said that in a day-school it is of no importance, but that is surely a fallacy. Young people imitate unconsciously the tone and bearing of those who are set over them, and from the general demeanour of a class in a school, a fairly correct judgment may always be formed of the character of the mistress at its head. What we want to know about a teacher is what is the result of her work from a mental and moral standpoint on the children under her care. In order that such result shall be satisfactory, those who intend to become teachers cannot begin too early to teach, to come into personal contact with the taught, to learn to know them, their wants and needs, and to sympathise with their difficulties and limitations. To do this effectively, more years of practice and experience are needed than life in a training college ordinarily guarantees.

It has often struck us that, as a body, the elementary women teachers, whatever their comparative deficiencies in scholarship or higher culture, are, as practical teachers, superior to the secondary teachers. The reason of the superiority is to be sought in the fact that the elementary teachers practise actual teaching at a much earlier age than the secondary teachers.1 If a girl goes to the

1 To raise the age at which pupil-teachers shall begin to teach is perhaps, in view of the hard work required of them, a wise regulation on the part of the Education Department, but it would be a vast pity to curtail in any way the purely practical side of their training.

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university at eighteen, and afterwards to a training college, she will be twenty-three before she begins practical teaching, and that is much too late. As a proof of this argument, we may state that inspectors of elementary schools sometimes find that a pupil-teacher at the end of her preparatory course at the pupil - teachers' drawing our illustration from the system of the London School Board is a far better practical teacher than when she comes away from the two years' course at a training college which follows the four or five years' preparatory work. During those two years she has lost touch with actual pupils, and it sometimes takes her very many months to regain it. It has been observed, too, that in talking to a young elementary teacher about her work, she will betray intense interest in "her children"-i.e., her pupils: a like sympathetic interest is often lacking in young secondary teachers.

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Another objection to training colleges is that very often, from the nature of the work done and the kind of teachers usually employed in them, they scarcely promote in the students an interest in outside things, - in current events, for example, or in general literature, art, and science. It is of the greatest importance that teachers should have outside interests, the more and the wider the better. The present headmaster of Harrow once said that schoolmastering was of necessity a somewhat narrowing profession, because it chiefly consisted in telling other people what to do. For that reason he advised his assistants to do something outside their work-to travel, or to write books. Among women teachers there is far too great a tendency to narrow their interests, and to think that

there is not time for anything beyond their daily work. Whatever means we take of training them, we should endeavour to dispel that idea. The best teachers are undoubtedly those who care for things besides teaching; and it is extraordinary what a cultivating, civilising influence such women have on their pupils-even on the minds of average, not to say dull, girls. The fact that girls who go to secondary schools do not always come from cultivated or enlightened homes is not sufficiently kept in view. It may happen that in a class of girls ranging in age from fifteen to eighteen, several Iwill not have read or heard of incidents as notorious as England's difficulties in the Transvaal or in Venezuela; others again may not have access in their homes to the most ordinary book of reference, or to any standard volume of history or poetry. It is with such girls and their parents that the teachers have to reckon—a fact that women fresh from the university and the training college are too apt to lose sight of. The decentralisation advocated in Sir John Gorst's bill would, if adopted, have done something to remove that difficulty. A very different curriculum and method of education is required in schools of the same character in different districts. It is quite possible that a system which works well at South Kensington will be less successful at Brixton. It is therefore of the greatest importance that teachers should take into take into account the social position, the ability, and the general environment of their pupils, things that can only be learnt by practical experience and some knowledge of the world. That capacity in a teacher, again, is not always obtainable in a training college.

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Vas beter boquainted with, nor had KUT PEILITZADIES Whatsoever from, any „Í these persons. And I never knew

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Now, we have James's letter to Amatory, of January 4, 1722: Ey next post I shall send to Mr the Commissions mentioned in my reply, and with them fair waits for your worthy Partners," de Grennen had and James regrets that he cannot 1 ees kurs remake Atterbury Archbishop As a key of Canterbury! Yet Atterbury # 12 24 TL denies that he "ever knew of any At Came Commissions," and for the truth of 1 2 DL VW sering the assertion he “appeals to God, ** I Fundo How the searcher of hearts." Could ere me enote of Cravieds Garnet or Greenway do more— fat a les mer must be pay, did they do as much? And gon år vi i may be worth this was the defence for which tur? I 18 decence - Atterbury, when concocting it, TA DA *The beer from Mottoli Pope that his friends need bar, - faced the 11th of not blush. To Pope, who believed MY NING N PASy thought him, Atterbury always kept up the 21 LATE Jeen Wrote with any other farce of his innocence. THW than that of being interapped, and of fixing upon me the Letter of April, 2017 Thus Atterbury liet har know that he knew

The other curious feature in Atternarys defence is his extreme eyarvocation, which seems to pass into direct and robust lying. That he should argue against the valid ity of the proofs is well and legiti mate. But he had the audacity to defend himself

One thing, as was observed at the time, Atterbury could not do,

he could not profess his devotion to the House of Hanover. As Ratcliffe says, in 'The Heart of Mid-Lothian,' everybody has a bit of conscience somewhere about him. But Atterbury's conscience was almost as carefully esoteric as that of the worthy Rat.

Atterbury was let off with exile, Plunket and Kelly had terms of imprisonment (Kelly escaped from the Tower after fourteen long years of it, and was one of the Seven Men of Moidart), only Layer was hanged. His skull was treasured by, and buried in the hand of, Dr Rawlinson—if it was his skull, for the doctor is said to have preserved

"by protesting and declaring my innocence to your lordships, in the most deliberate, serious, and solemn manner; and appealing to God, the searcher of hearts, as to the truth of I am charged in the report with directing [dictating] a correspondence to Mr Kelly; but the wrong article. With martyrs

what I say.

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like Layer, and a confessor like Atterbury, the Jacobites of England are not highly to be congratulated, and Protestantism, when she throws stones at the Jesuits of 1605, is rather apt to forget the fragility of one of her own windows.

We have shown that "The Bishop's Plot" was, in atrocity and absurdity, much on a level with the Gunpowder Treason. We have shown that Atterbury, though he probably knew no details of "The Scheme" in its latest form, was acquainted with it in its earlier shape, for he had read Ormond's and Captain Will Morgan's letters, and, by Kelly's admission, meant to make use of the conspirators. We have also shown that he is to treat the conspirators" tenderly," and that, during the height of The Scheme, he was plotting in the "arrack affair, probably procuring the sinews of war. This is guilt enough, to which he adds wellnourished lies, addressed to private friends as well as to enemies,

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backed by an appeal to God, the "searcher of hearts." He would not have been a credit to the Church as Archbishop of Canterbury, especially as his temper was such that he once, in a dispute, seized Sir Harry Goring by the collar!

The conclusion seems to be that, as Mr Harry Foker says, "it is a pity the clergy should meddle in these matters," whether they be Jesuits, Anglicans, or Covenanters, "whose cry is blood, and their motto No Quarter," in the phrase of the Rev. Richard Cameron.

The evidence is from Howells's State Trials,' vol. xvi., the solitary volume of Stuart Papers' (1847), and the 'Report from the Lords' Committees, and Appendices' (1723); while references to the parallel intrigues of thirty years later are from the Stuart MSS. at Windsor Castle and the Additional Manuscripts in the British Museum.

A. LANG.

women teachers obtaining a university degree.

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The second qualification required by the council is a certificate in the theory and practice of education. This badge of distinction is again no absolute proof of efficiency. Educational experts are not yet agreed whether a technical training is a necessity. That some sort of preparation is advisable is allowed by most, but what form it should take is still an open question. Training colleges offer obvious points of attack. On some minds a system of routine has a crushing and depressing effect a knowledge of the theory of education, of metaphysics, of psychology, of hard-andfast rules of method, is not invariably helpful to the practice of teaching. It has been observed that a teacher who has been trained at a training college is able to do a particular thing in a particular way; but if when she begins work in a school as a regular teacher the head-mistress suggests that it might be well to employ a different method from that practised in the training school, she is often unwilling, if not unable, to answer the call. Another defect is to be found in the kind of practice in actual teaching obtainable by the students of a training college. It is mostly of a fictitious character: teaching in the so called practising schools attached to some of the institutions, isolated visits to schools to take a class in them, cannot teach the art of managing classes, throws no light on the details of the successful working of a school, does not aid in develop

ing resource-one of the most important and most necessary qualities of the teacher-and gives her judges and critics little or no opportunity of discovering how her personality and influence impress themselves on her pupils. The importance of character and moral force in a teacher cannot be rated too highly; it has even been said that in a day-school it is of no importance, but that is surely a fallacy. Young people imitate unconsciously the tone and bearing of those who are set over them, and from the general demeanour of a class in a school, a fairly correct judgment may always be formed of the character of the mistress at its head. What we want to know about a teacher is what is the result of her work from a mental and moral standpoint on the children under her care. In order that such result shall be satisfactory, those who intend to become teachers cannot begin too early to teach, to come into personal contact with the taught, to learn to know them, their wants and needs, and to sympathise with their difficulties and limitations. To do this effectively, more years of practice and experience are needed than life in a training college ordinarily guarantees.

It has often struck us that, as a body, the elementary women teachers, whatever their comparative deficiencies in scholarship or higher culture, are, as practical teachers, superior to the secondary teachers. The reason of the superiority is to be sought in the fact that the elementary teachers practise actual teaching at a much earlier age than the secondary teachers.1 If a girl goes to the

1 To raise the age at which pupil-teachers shall begin to teach is perhaps, in view of the hard work required of them, a wise regulation on the part of the Education Department, but it would be a vast pity to curtail in any way the purely practical side of their training.

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